The following findings have been established from readings for the Action Research Project
Beginning teachers perception of leadership can differ, often focused on “big picture concerns”
Relationships between teachers and principals are vital to promoting aspirations among beginning teachers
Source: Suranna, K., & Moss, D. (2002, April). Exploring Teacher Leadership in the Context of Teacher Preparation. Paper presented at the 83rd Annual American Educational Research Association Meeting, New Orleans.
Shortage of leaders in rural settings in Australia
Beginning teachers are capable of fulfilling leadership roles
Exposure to the context of leadership is important
Relationships with principals important to development
Source: Graham, L., Miller, J., & Paterson D. (2009). Early Career Leadership Opportunities in Australian Rural Schools. Education in Rural Australia, 19(3), 26-36.
Success of Fast Track programmes in the UK
Analysis of the age of upper management positions need to plan for the future
Fast Track programme well received by participants
Need to make early identification of beginning teachers with leadership potential
Role of mentors and head important in beginning teacher development
Source: Jones, J. (2010). Leadership lessons from the Fast Track programme for teachers in England, Educational Management Administration & Leadership, 38(2), 149-163.
Source: Suranna, K., & Moss, D. (2002, April). Exploring Teacher Leadership in the Context of Teacher Preparation. Paper presented at the 83rd Annual American Educational Research Association Meeting, New Orleans.
Source: Graham, L., Miller, J., & Paterson D. (2009). Early Career Leadership Opportunities in Australian Rural Schools. Education in Rural Australia, 19(3), 26-36.
Source: Churches, R., Hutchinson, G., & Jones, J. (2009) Fast Track teaching: beginning the experiment in accelerated leadership development. School Leadership & Management, 29(3), 277-293.
Source: Jones, J. (2010). Leadership lessons from the Fast Track programme for teachers in England, Educational Management Administration & Leadership, 38(2), 149-163.